Sohrabi Zohreh, Kheirkhah Masoomeh, Vanaki Zohreh, Arabshahi Kamran Soltani, Farshad Mohammad Mahdi, Farshad Fatemeh, Farahani Mansoureh Ashgale
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Glob J Health Sci. 2015 Dec 18;8(7):251-9. doi: 10.5539/gjhs.v8n7p251.
High quality educational systems are necessary for sustainable development and responding to the needs of society. In the recent decades, concerns have increased on the quality of education and competency of graduates. Since graduates of medical education are directly involved with the health of society, the quality of this system is of high importance. Investigation in the lived experience of educational leaders in the medical education systems can help to promote its quality. The present research examines this issue in Iran.
The study was done using content-analysis qualitative approach and semi-structured interviews. The participants included 26 authorities including university chancellors and vice-chancellors, ministry heads and deputies, deans of medical and basic sciences departments, education expert, graduates, and students of medical fields. Sampling was done using purposive snowball method. Data were analyzed using conventional content analysis.
Five main categories and 14 sub-categories were extracted from data analysis including: quantity-orientation, ambiguity in the trainings, unsuitable educational environment, personalization of the educational management, and ineffective interpersonal relationship. The final theme was identified as "Education in shadow".
Personalization and inclusion of personal preferences in management styles, lack of suitable grounds, ambiguity in the structure and process of education has pushed medical education toward shadows and it is not the first priority; this can lead to incompetency of medical science graduates.
高质量的教育体系对于可持续发展和满足社会需求至关重要。近几十年来，人们对教育质量和毕业生能力的担忧与日俱增。由于医学教育的毕业生直接关乎社会健康，该体系的质量至关重要。对医学教育系统中教育领导者的生活经历进行调查有助于提高其质量。本研究在伊朗探讨了这一问题。
本研究采用内容分析定性方法和半结构化访谈。参与者包括26名权威人士，其中有大学校长和副校长、部门负责人及副手、医学和基础科学系主任、教育专家、毕业生以及医学领域的学生。抽样采用目的抽样滚雪球法。数据采用常规内容分析法进行分析。
数据分析提取出五个主要类别和14个子类别，包括：数量导向、培训中的模糊性、不合适的教育环境、教育管理的个性化以及无效的人际关系。最终主题被确定为“阴影中的教育”。
管理风格的个性化以及个人偏好的纳入、缺乏合适的基础、教育结构和过程中的模糊性已将医学教育推向阴影，且并非首要任务；这可能导致医学专业毕业生能力不足。
